Exchanges between European
TI-Nspire™ Pilot Network Teachers
Contributions
Plenary session A Bärbel BARZEL, Paul DRIJVERS, Luc TROUCHE, France Technology in mathematics education: a flashback towards the future
Plenary session B Lars JAKOBSSON, Sweden Plenary session talk about an exemple involving science.
Plenary session B Klaus KOMBRINK, Germany A paper folding example is taken to demonstrate the interaction between the various applications of TI-Nspire.
Plenary session B Michael ROSER, Switzerland Optimization of an ice cream cone.
Plenary session C Michèle ARTIGUE, France Teaching and learning mathematics with digital technologies: the teacher perspective
Workshop 101 Stephen ARNOLD, Australia Introducing the Australian TI-Nspire CAS Pilot Program
This presentation gives an overview of the program, schools, some sample activities and considers some of the research and design issues being considered in this context. The main theme: "Creating Lessons that Work with TI-Nspire CAS"!
Workshop 102 Charles VONDER EMBSE, USA Facilitating student's understanding of concepts and problem solving using algebraic and geometric connections for multiple representations.
Workshop 103 Laurent HIVON, France TI-Navigator
Workshop 104 Gilles ALDON, Jean-Louis BONNAFET, Yves GUICHARD, Marie NOWAK, Lionel XAVIER, France Presentation of the french pilot classes project by INRP Presentation of the mode of development of resources using the Nspire unit, with an aim of supporting the mutualisation of such ressources. history of some elaboration (teaching motivations, discusses on the contents, ...) description of the various built documents (for the pupil, for the teacher, scenario for the class) assessment of the experiments with pupils (possible research orientations) influence on the training of the pupils
Workshop 202 Jon ROBERTS, Australia Baby Bezier Curves - Exploring the Mathematics of Computer Aided Design Curves
Workshop 202 Yvan MONKA, France English description not available Présentation d'un TD abordant la notion de variable : Capture manuelle des données sur une figure dynamique. Utilisation du tableur et du grapheur (passage du discret au continu) pour donner un sens à la représentation graphique.
Workshop 203 Ewald BICHLER, Germany "Minute Made Math" Enriching all-day-work Using Nspire as a didactical tool to help students learn mathematical ideas and concepts.
Workshop 203 Eberhard LEHMANN, Germany The first lesson with TI-Nspire - an example using an art picture To reconstruct the picture is an opened question. The students only must be able to draw the sinus-curve and a circle in parametric mode, then they can work experimentally. Some days ago I used this problem in a lesson, where the students and the teachers made the first steps in DERIVE - the same way is available for TI-Nspire. The set of points can be realised with random-points. By working on this issue the students will have a lot of other questions, they also can vary the task. - This task also is a good example for working with modules and parameters.
Workshop 203 Horst HÜLLEN, Ursula SCHMIDT, Dirk SCHULZ, Germany The presentation shows an introduction to integrals, not starting from the calculation of areas but from problems connected with reality like a power station (inflow and outflow of water), air pollution, volume of the lungs, distance and velocity and others. The focus in all these examples is the cumulation of a quantity, calculated from the rate of change. On the NSpire these calculations can be done not only in lists&spreadsheet or in the calculator, but also in graphs&geometry.
Workshop 204 Dominique BAROUX-RAYMOND, Françoise HERAULT, France How this new environment does modify the modes of trainings of our pupils? Some tracks of reflexion will be proposed starting from observations in pilot classes. We will be also based on the analysis of answers of the the pupils to a questionnaire prepared by INRP team (France). (common presentation together with the group of Paris)
Workshop 204 Marie-Claire COMBES, Jacques SALLES, France English description not available Présentation d'un exemple de ressource interactive élaborée avec TI-nspire,conçue autour d'une notion fondatrice du programme de seconde de lycée en France, les fonctions, sous quatre regards croisés : géométrique, algébrique, numérique et graphique. Cet intervention sera co-animée par Caroline Bardini, Marie-Claire Combes et Jacques Salles (INRP, équipe associée de l'IREM de Montpellier)
Workshop 206 Jean-François CANET, Marc FORT, Jacques MOISAN, Yves OLIVIER, France English description not available Description de l'expérimentation en France d'une épreuve pratique au baccalauréat scientifique.
La présentation contenue dans le premier fichier zip est illustrée par la résolution de certains sujets avec différents logiciels : Cabri, Géoplan, Geogebra... On trouvera également des exemples traités avec TI-Nspire dans le second fichier zip.
Workshop 302 Gunnar SIMONSEN, Norway I will give an example on how to use TI-Nspire on a text-book task deciding the second degree expression of f(x) given three set of coordinates. The point is to have the students to see the relationship between the parametres of a second degree functional expression and the solving of a set of three linear equations, and how this gives an accurate expression as do the proceess of regression on a set of three coordinatesm while a forth point makes the r^2-value on the regression differ from 1. I will therefore use the calculation, the spread sheet and the geometry/grapher applications to illustrate some crucial point of understanding relations between a graphic, a numerical and an algebraic approach to solving the problem.
Workshop 302 Paul MAZZELLA, France English description not available Présentation d'une activité en utilisant le logiciel TI-Nspire en salle informatique avec une classe de terminale S.
Workshop 302 Gerhard BITSCH, Germany Introducing the area between two graphs. Starting with a simple problem we introduce the problem of calculating the area between two graphs by using an integral. The starting problem is afterwards parametrized to calculate special curves by using the CAS. This is a Problem I used in an 90 minute lesson with a class (11th grade).
Workshop 303 Dieter EICHHORN, Germany The capabilities of the TI-Nspire when linking geometry and algebra (parametric curves) will be shown with the example of the sliding ladder.
Workshop 303 Heike JACOBY-SCHÄFER, Germany Presentation of the pilot project CASiMi using TI-Nspire in grade 7
Workshop 304 Per ØSTERLIE, Norway How to present Napoleon's theorem and Fermat's point to 16 year old students. How to maximize a rectangle inscribed in a triangle. Files from Per Østerlie and Adrian Oldknow.
Workshop 304 Hubert LANGLOTZ, Germany Exploration of special points in a triangle
Workshop 401 Philippe FORTIN, France Examples used saturday evening.
Workshop 402 Franz SCHLÖGLHOFER, Austria Graphs of Functions in grade 9 with geometric content
Workshop 402 Horst HÜLLEN, Germany Building streets
Workshop 402 Wolfgang PRÖPPER, Germany I introduce step functions to simulate histograms that exhaust the area between the x-axis and the graph of a (monotonuous) function. By using an integer slider this process can be made dynamic. Finally the data can be transferred to L&S and so a grasp of Riemann's concept of integration will become visible.
Workshop 403 Ruhal FLORIS, Switzerland Third degree equations resolution in the mood of Cardan-Tartaglia (advanced maths pupils of swiss high school)
Workshop 403 Fred FERNEYHOUGH, Canada The province of Ontario in Canada is the first jurisdiction in North America to reference CAS as a tool for students. For senior students, CAS is used as a tool for solving problems. However, for younger students, CAS is a teaching tool to build algebra skills.
Workshop 404 Øystein NORDVIK, Norway Sine and cosine values, based on the unit circle and transfer of sine and cosine values to a graph, including a time-piece (example with a watch)
Workshop 404 Christian BRUCKER, France English description not available Dans le plan recherche de droites qui réalisent des conditions. 1) Nombre de points d'intersection d'une droite avec une parabole ; prolongement : l’orthoptique de la parabole est une droite. 2) Recherche -dans des cas particuliers- d'une droite qui partage un triangle en deux parties d'aires égales.
